Autism Therapy: visual cueing

definition of visual cueing: System designed to improve social communication. For example a visual stimulus (sign) may be used to remind a child to approach an adult and ask for attention.

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Focus on Autism and Other Developmental Disabilities, by West, EA, published in 2008, summarized Jun 3, 2009

Picture cues during therapy may help children with autism learn and perform tasks.

Children with autism learn to independently perform tasks by getting instruction from others, and then moving to cues or reminders of what they are supposed to do. Verbal and picture cues have been used during therapy to help the children work by themseleves as they learn a task. This study looked to see which worked better: picture cues or verbal cues. The study also tested whether the learning lasted and was generalized over several therapy sessions. Four children (3-6 years old) were taught a new task using the two different cues during several therapy sessions. Three children learned a task using the visual cues, while the fourth child was successful with verbal cues. The results showed that most of the children with autism were good at learning from pictures.


Focus on Autism and Other Developmental Disabilities, by Ganz, JB, Kaylor M., Bourgeois B., and Hadden K., published in 2008, summarized Oct 6, 2008

Written scripts and visual cues may help children with autism learn to use scripted statements in social situations. Prior research has shown that the use of written scripts can help to teach children with autism to approach their peers. The purpose of this study was to see if written scripts and visual cues can help children (ages 7-12) with autism. All three children increased the use of scripted (but not unscripted) statements after intervention. The children also learned to not repeat things as often (perseverative speech). The authors suggest that written scripts may help children with autism do a better job of talking to their peers in context.


J Autism Dev Disord, by Ganz, JB, and Flores MM, published in 2008, summarized Aug 1, 2008

Visual cue cards may be able to help children with autism learn play skills in a play therapy setting.

This study was designed to see if visual cues would help preschool children with autism learn play skills. The use of visual cues did result in increased play. The children in the study used the script phrases that were shown on the visual cue cards. The children had a very small increase in the use of unscripted phrases. The authors suggest that such visual cue cards may be quite helpful in play therapy sessions.


Journal of Autism and Developmental Disorders, by Rogers, SJ, published in 2000, summarized Oct 21, 2006

This article reviews research showing that the socialization of children with autism can be improved through several different means, and these methods are described. The author begins by pointing out that social difficulties are among the most troubling features of autism, and that improved social skills lead to better use and comprehension of language. In order to improve social skills, several approaches are used. The successful tools for preschoolers with autism are: parents imitating a child's play, pivotal response training, visual cueing, peer-mediated techniques, peer tutoring, social stories, and applied behavior analysis (ABA). The successful tools for school-aged children with autism are the same as for preschoolers, but self-management strategies and video-modeling techniques also work well. For adolescents, the successful tools are: object-initiated interactions, self-management strategies, peer-mediated techniques, and social skills groups. The author concludes that that more research is required to determine which methods are best at which ages.


Western Carolina University’s (WCU) Recreational Therapy Program is providing fly-fishing instruction to kids with autism. Along with assistance from the Adaptive Fly Fishing Institute, the skill was adapted to youngsters on the autism spectrum. Although there is limited research on fly-fishing, the WCU recreational therapists believe that it may increase social skills. The therapists had the children first learn to cast towards hula-hoops rather than the usual reference of a number on a clock face. The visual cue seemed to help the kids understand the concept of aiming towards a certain spot. The North Carolina Wildlife Resources Commission stocked the creek with trout so that each of the boys was able to catch a fish. WCU provides a number of activities for kids on the spectrum including Dragonfly Forest, which involves small groups of children in play, scavenger hunts, and kickball.

Read original article: Students Teach Adaptive Fly Fishing


The Socorro Independent School District in El Paso TX has increased the size of their autism resources. Their goal is that when children with autism graduate from high school, they should be able to live and work independently. Elementary school children are eligible for the unit, which provides visual cues to find different classrooms, a sensory area, and a play therapy area. Susan Kelch, the director of special education says of the job training, “They need a lot of structure, and they need a lot of scheduling, and so we really need to teach that very specifically for them.” Skills range from cleaning tables to banking.

Read origingal article: Autism Unit Part of Special Education Expansion


Can you imagine only one school equipped to handle your child with autism in the entire state or country? Oasis School is the only school for children with autism in Pakistan. Oasis was started by Samrina Anwar, now the principal of the school, who began slowly with workshops on communicating with children with autism. She brought in specialists from Ireland and England, and now the school provides treatment and therapy with 13 teachers to 9 children. Only two of the children are verbal and all receive speech therapy. The school building and classrooms have been specially equipped for the children with minimal furnishings to avoid distractions, a bathroom and kitchen each with visual cues, a gym, swimming pool, and a sensory room. There are separate areas that have been created to help the learning style of each child and to fulfill their IEP. Anwar says, “The challenge for us is to make these children independent. A positive approach is necessary to bring out positive behaviour in them.”

Read original article: Special Needs: Oasis for Autistic Children


Lumen Christi Catholic Primary School in Australia uses a program called “Positive Approach” when teaching children with autism. The teachers have been trained with the mission: “Positive Partnerships teaches us to be grey not black and white in our approach.” Cathy Blackford, school principal, explains that teachers are taught to look at the individual child and use visual cues and gestures when appropriate. Positive Approach’s learner profile is a tool that can be used for students with autism as well as those who are neuro-typical.

Read original article: School Leads with its Positive Approach



Please comment on this autism topic.

Let's go to the hop!

Jan 9, 2009 by dankohn

As is usual, Christmas and New Year’s have come and gone in the blink of an eye. Did I enjoy it? I can’t remember…it really was a blur. Actually, I noticed that I enjoyed the holiday season less than usual which breaks my heart. Being so worried about Jonathan’s job and money put a damper on things, but we made merry nevertheless. The kids had a great time opening presents and stuffing their faces with junk food from Christmas Eve all the way through Christmas night. Everyone was very generous as usual, especially Santa. Thomas loved his bicycle and actually was pleased to wear the helmet as he rode the bike around the living room, sending knick-knacks and cats flying, as I foresaw.

One shocker, however, was that the bike was not his favorite present. Mrs. Claus saw in Barnes & Noble one of those Klutz kits with a human skeleton and book in it. Mr. Claus was not enthusiastic about buying it, believing that young Thomas wouldn’t really care for it. Was Mr. Claus ever wrong! Thomas loves that skeleton so much that it is still in one piece and he puts it in its little display case every time he’s done playing with it! He also got a pop-up book about the human body which he really seems to get into.

Hayley has not yet shown an aptitude for any specific area of academia. She got the Barbie Overpriced Diamond Castle and several of the dolls that go along with and she was quite thrilled with that. Both of the kids got clothes from certain people, and those people know who they are, and I thank them most heartily.

I took the tree down on December 28, a full two days later than usual. It was also a forty-degree day so we went outside with the new bike while I took down the outside lights. The kids toys are getting smaller (and more expensive) so we didn’t immediately need the room in the house occupied by the tree. Thomas eventually conceded that the bicycle should live in the garage which was a huge win for me. We re-arranged Hayley’s room to accommodate Barbie’s new digs with little trouble and I just purged all of the old give-away stuff from the kids’ rooms. I’m going to start on the closets and dressers in all the rooms next.

New Year’s was a quiet affair. My sister, her new husband, and my other sister came over and we played games and tossed back a few. Very low-key and we didn’t have to find a babysitter since everyone came to us! That kind of New Year’s, with my sisters and brother-in-law is beginning to be a tradition because we did it last year too. I’d be happy if we did that kind of thing every New Year’s forever.

The rest of the holiday break went swiftly…It felt like it flew by. This past Tuesday, we saw Thomas’ neurologist for a check-up. We both lamented the bad luck that the Focalin, while immensely helpful for Thomas’ ADHD symptoms, also caused that disturbing facial tic. She has started him on Strattera which is for ADHD symptoms, but is not a stimulant like Ritalin or the others. It can still cause tics, but maybe it won’t because it works differently. He’s going to continue with the Clonidine as well because that happens to be an anti-tic medication in addition to all of the other things it can do. Strattera is a medication that “banks” or “ramps up” in your system, so it may be four to six weeks before we notice any improvements. Or tics. But I’m trying to stay optimistic. I told his service team at school that he is on this new medication and they should observe and report.

The first week back to school was great for Thomas, mostly because he spent all of break asking when he’d go back to school again. He really enjoys it, or he needs it; either way, he’s cool with school. My brother-in-law and his fiancée gave Thomas and Hayley their own little dry-erase boards for Christmas and I had a brainstorm yesterday as I was cleaning and de-crapitizing (I made that word up, but I bet you know what it means). I decided to draw a little picture schedule for Thomas on his board to help him get dressed in the morning. He has such a difficult time completing multi-step tasks. I cannot just tell him, “Go get dressed.” He has to have constant verbal cues about what to do next. So I drew little pictures for him on the board: taking off pajamas, putting on shirt, putting on pants and putting on socks and shoes. Here’s the problem: Thomas can’t read and I’m not a very good artist. So we have to kind of work on it together. The whole point eventually is for Thomas to not need the visual cues anymore and just get dressed when I ask him to. Hopefully, by springtime he’ll have it down. That’s a good goal, I think.

Today at school there was a sock-hop for all of the kids who didn’t have any “office referrals” (that’s “not being sent to the principal’s office” to you and me). Since kindergartners are generally never sent to the principal’s office, the whole class got to go and Thomas’ teacher said that she wished I had been there to see! He danced with a nice girl in his class (holding hands, even!) and he did the Bunny Hop with the other kids…he completely participated and even enjoyed himself a lot, it seemed. Actually, the girl that he was dancing with has been his “special friend” lately and the teacher has had to remind Thomas about personal space. This little girl is a sweetheart and very smart; she can already read, actually…but I thanked her for dancing with Thomas today.

So the weather here is crummy again. Those meteorologists should all be canned. The high here next Wednesday is zero. Zero degrees is the high. Honestly, if we can’t make the house payment or buy food, it’s not going to be because Jonathan was laid off! It’ll be because of the awful weather! At least there’s nothing you can do about the weather. Nobody’s to blame.

Hopefully, we’ll have a good few days sometime late next week (or next month…or never) to make a snowman and take the kids sledding. Thomas really loved sledding last year and I’d love to take him again. I’m still waiting for weather conditions to be right for taking them to school on a sled like a mush-dog.

For now, we’re holed-up in our little house, peering hopefully through the curtains every day looking for sunshine, crossing our fingers as the car sluggishly cranks and then barely catches on those coldest mornings, being thankful that we have heat and what we need to get by for now. Taking it one day at a time, I guess.



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  • Synonyms for visual cueing include: visual cue, visual cues, visual cuing
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